Examining the Effect of High School Students' Overclaiming in Their Mathematics Achievement

• In Event: Poster Session 17
  In Poster Session: Students' Engagement and Motivation

Abstract

This study aims to investigate the impact of over-claiming on student’s mathematics achievement. We examined three competing models for relationship among over-claiming, familiarity, and achievement in mathematics; we also identified latent classes and tested covariates within two focused classes. The results of this study represent findings from sample of 15-year-olds across United States (n=4,978). Results indicate over-claiming has a significant negative influence on students’ mathematics achievement. Three latent classes were identified based on over-claiming, familiarity, and achievement in mathematics. Additionally, five covariates were found that they significantly differentiated the two focused groups, engaged over-claimers and engaged none over-claimers, including gender, ethnicity, student and teacher relationship, mathematics interest, and mathematics self-concept.

Authors

• Zhanxia Yang, Texas Tech University

• Lucy M. Barnard-Brak, Texas Tech University

• William Y. Lan, Texas Tech University